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TEACHING A FOREIGN LANGUAGE IN THE ERA OF DIGITALIZATION
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Сборник студ конф 22-23г
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TEACHING A FOREIGN LANGUAGE IN THE ERA OF DIGITALIZATION Abaikhanova T.B. Academic supervisor: Kylyshpayeva M.Kh., Master of pedagogical sciences, teacher-lecturer Zhetysu University named after I.Zhansugurov, Takdykorgan madina_6709@mail.ru Digital technology has become an integral part of our lives, including the learning of foreign languages. Information technology and digital tools in foreign language teaching are becoming increasingly significant and widely used in education around the world, including Kazakhstan. At the same time, digitization in itself is not a methodological approach, but can only help to implement existing methods and, if necessary, propose new activities within these methods. Modern information and communication and digital technologies allow you to combine text, graphic and video images, voice and music in digital form. Digital technology provides a powerful, innovative means of accumulating, presenting, and transferring knowledge, as well as a means of learning [1, p. 89]. Digital technologies are thought to be the very tools that help learners and teachers develop learning opportunities, reform the organization of classes, and provide support for any learning and teaching resources both in and out of the classroom. In preparation for and in the classroom, teachers can widely use such a variety of Internet resources as e-mail, online whiteboard, video conferencing, interactive videos, tasks in Moodle, webinars, and much more. A great role in the process of learning a foreign language are online platforms to diversify the lessons, making them more vivid, interesting, memorable, while at the same time greatly facilitating the work of the teacher. For example, online platforms such as Quizziz, Kahoot!, Quizlet, Learnis, and others. With the help of these services you can create tests and quizzes on various program topics, organize intellectual games and express- questioning of students in class, to offer tests as homework. You can track the work of each student and get a complete picture of the group, as well as export the data to an Excel spreadsheet. Teachers can use not only their own tests, but also ready-made tests from the library if they wish. Quizlet - is considered the leading free application for learning foreign language vocabulary, and qualitatively formed vocabulary skills, which are an important component of the content of foreign language learning - one of the conditions for successful communication in a foreign language [2]. These sites provide a large amount of current educational materials that are always at the fingertips of both the teacher and the student; you only need to have access to the Internet. The most important assistants for students and teachers in the study of foreign languages are presentations (MS Power Point, Prezi, Google Slides, Flowboard), allowing clearly and easily compose and present the material on a topic. Today foreign and domestic publishing companies 53 actively develop electronic textbooks, the advantage of which, is their mobility, availability and speed of work in them in connection with the development of information and communication technologies around the world, as well as the ability to choose not only the appropriate language level, but also the level of information on a particular scientific aspect of interest of the student. One of the advantages of introducing electronic textbooks is the updating of their content. Through electronic textbooks it becomes possible to control knowledge in the form of computer-based testing. One of the important aspects of learning a foreign language is the ability to use electronic dictionaries online, which are also aimed at demonstrating and consolidating language skills in order to find the necessary information, as well as practicing phonetic skills of the learner, as dictionaries have sound accompaniment for practicing pronunciation [3]. Virtual boards such as Miro, Scribblar, Jamboard, and others can be successfully used in distance classes. Their use can solve a variety of tasks: to do exercises together and see each other's actions, to point with an arrow to the place to pay attention, to make notes, paste stickers, draw. On many boards you can attach links, videos, pictures, timer; they can be saved as pictures and reuse, which does not work with the usual school board. Thus, the virtual board is essentially similar to the real board we are accustomed to, but additionally opens up a number of other possibilities; each platform has its own. Another tool worth mentioning is LearningApps, a completely free online service that allows you to create interactive exercises to test your knowledge of grammar and vocabulary program topics. For feedback, you can use Mentimeter, a simple and easy-to-use voting tool that provides instant feedback from the audience. It is convenient to use to survey students in real time because it is available on mobile devices. The online survey can include a series of questions with different types of answers: multiple choices (one or more of several); open-ended answer; rating by scale; ranking the answers within 100%; entering the answer as a point on a flat coordinate plane. There are now many different learning platforms for distance learning, such as Moodle, which is focused on collaborative work [4, p.300]. The system has many tools for this: wikis, glossary, blogs, forums, workshops. In the forum you can hold a discussion in groups, rate messages, attach files of any format. In private messages and comments, discuss the specific problem with the teacher personally. In the chat room, discussion takes place in real time. Moodle creates and stores a portfolio of each student: all submitted work, grades and comments from the teacher, messages in the forum. Allows you to control "attendance" - the activity of students, the time of their academic work on the network. As a result, the teacher spends his/her time more efficiently. Thus, the use of information and communication technologies in the teaching of a foreign language can significantly improve the results of the educational process, revealing the reserves of the educational process and personality of the student, expanding the didactic possibilities of the lesson and greatly facilitating the work of the teacher. Reference links 1. Alekseeva N. A., Fisunov P. A. Organization of the process of forming the cognitive activity of students using modern information and mobile technologies // Issues of linguodidactics and intercultural communication in the context of modern research: collection of scientific papers. XI International. scientific-practical conference. Cheboksary, 2019. Pp. 85-89. 2. Baronenko E. A., Skorobrenko I. A. The role of modern information and communication technologies in teaching foreign languages // Informatization of education and methods of e-learning: materials of the II International Scientific Conference. Krasnoyarsk, September 25-28, 2018: in 2 parts Part 2 / under the general ed . M. V. Noskov. Krasnoyarsk: Siberian Federal Univ. 2018. P. 41- 45. 3. Zakharova M. V. Rational and emotional in digitalization of English language teaching at universities // Mir nauki. Pedagogy and Psychology, 2020 No. 3, https://mir- nauki.com/PDF/44PDMN320.pdf 54 4. Pomerantseva N. G., Syrina T. A. Internet platforms as a way to intensify the teaching of foreign monologue speech // Philological Sciences. Issues of Theory and Practice. 2016. - № 12 (66). Part 3. — Pp. 207–209. Access mode: www.gramota.net/materials/2/2016/12-3/57.html 5. Skorobrenko I. A., Baronenko E. A. The Role of Information and Communication Technologies in the Language Training of Future Teachers // Informatization of Education and Methodology of E- learning: Materials of the III International Scientific Conference. Krasnoyarsk: Siberian Federal University, Institute of Space and Information Technologies, 2019. P. 310-315. жүктеу/скачать 19,8 Mb. Достарыңызбен бөлісу:
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